Showing papers in "Journal of Early Intervention in 2005"
TL;DR: A survey of 438 chairs and directors of early childhood teacher preparation programs revealed that while a large proportion of programs consider early childhood special educationlearly intervention to be a part of the mission of their program, the amount of coursework and practicum experience vary considerably by content area and level of degree offered by the program as discussed by the authors.
Abstract: The movement toward inclusion has made educating and caring for children with disabilities an increasingly critical part of the early education teacher's role. The goal of this paper is to describe the extent to which early childhood teacher preparation programs are including early childhood special educationlearly intervention content and experiences as part of their core course and practicum requirements. A nationally representative survey of 438 chairs and directors of early childhood teacher preparation programs revealed that while a large proportion of programs consider early childhood special educationlearly intervention to be a part of the mission of their program, the amount of coursework and practicum experience vary considerably by content area and level of degree offered by the program. Implications are offered for policy and future research.
91 citations
TL;DR: Providers and parents strongly agreed that inclusion was beneficial for both preschoolers with and without disabilities, and parents' perspectives about potential risks for both groups of children were greater than providers' perspectives.
Abstract: This study compares perspectives about benefits and risks of inclusion of 237 parents of children with and without disabilities and 118 providers in the same community-based reverse inclusion preschool program, using the same measures. Confirmatory factor analyses revealed a two-factor structure, risks and benefits, based on scale scores from the study samples. Providers and parents strongly agreed that inclusion was beneficial for both preschoolers with and without disabilities. Parents' perspectives about potential risks for both groups of children were greater than providers' perspectives. Providers and parents reported greater support for including children with mild and moderate disabilities than children with severe disabilities. Attitudes toward inclusion among providers were not associated with years of experience. Implications for practice and research are discussed.
87 citations
TL;DR: Research reported by Macy, Bricker, and Squires (2005) in "An Examination of the Validity and Reliability of a Curriculum-Based Assessment Approach used to Determine Eligibility for Part C Early Intervention Services" is a welcome addition to the evidence-base for authentic and curriculum-based assessment in early childhood intervention that has quietly emerged over the past decade.
Abstract: Early childhood intervention requires assessment procedures that are designed and field-validated specifically for young children with disabilities, capture real-life competencies in everyday routi...
86 citations
TL;DR: In this article, developmentally specific play programs were designed for three children with pervasive developmental disorders being served in a home-based program using the Developmental Play Assessment, six act play program.
Abstract: Developmentally specific play programs were designed for three children with pervasive developmental disorders being served in a home-based program. Using the Developmental Play Assessment, six act...
64 citations
TL;DR: The traditional standardized, norm-referenced assessments are used most often to determine children's eligibility for specialized services as mentioned in this paper, and these traditional tests have at least two drawbacks: (a) test...
Abstract: Traditional standardized, norm-referenced assessments are used most often to determine children's eligibility for specialized services. These traditional tests have at least two drawbacks: (a) test...
60 citations
TL;DR: Maternal ratings of self-efficacy and involvement in early intervention were compared across two groups of mothers with young children with prelingual deafness: 24 mothers of children with hearing aids and 30 mothers ofChildren with a cochlear implant.
Abstract: Maternal ratings of self-efficacy and involvement in early intervention were compared across two groups of mothers with young children with prelingual deafness: 24 mothers of children with hearing aids and 30 mothers of children with a cochlear implant. Although mothers of children with cochlear implants rated their child's early intervention program lower in quality, they perceived themselves as more efficacious in the care and maintenance of their child's sensory device and their involvement in developing their child's speech-language skills. Mothers of children with hearing aids had lower self-ratings of self-efficacy related to their child's sensory device and involvement in their child's early intervention program. Implications for early interventionists are discussed.
57 citations
TL;DR: In this paper, a multiple baseline design across three parent-child dyads of families with multiple risk factors was used to determine the effectiveness of teaching parents to use milieu language teaching procedu...
Abstract: A multiple baseline design across three parent-child dyads of families with multiple risk factors was used to determine the effectiveness of teaching parents to use milieu language teaching procedu...
54 citations
TL;DR: An overview of two result interpretation aids commonly used in group experimental design research: (a) statistical significance testing and (b) practical significance (i.e., effect sizes).
Abstract: The present article provides an overview of two result interpretation aids commonly used in group experimental design research: (a) statistical significance testing and (b) practical significance (...
46 citations
TL;DR: A pressing need exists within the field of early intervention and early childhood special education to identify and measure outcomes for young children and their families as a result of participati... as mentioned in this paper.
Abstract: A pressing need exists within the field of early intervention and early childhood special education to identify and measure outcomes for young children and their families as a result of participati...
37 citations
TL;DR: In this paper, a randomized group experiment was conducted to test the post-treatment and follow-up efficacy of a treatment designed to facilitate both sentence length and speech intelligibility (i.e., broad target recast), and explore whether pretreatment speech accuracy predicted response to treatment in children with severe phonological and expressive language impairment.
Abstract: This purpose of this randomized group experiment was (a) to test the post-treatment (i.e., immediately after treatment) and follow-up (i.e., 8 months after the end of treatment) efficacy of a treatment designed to facilitate both sentence length and speech intelligibility (i.e., broad target recast), and (b) to explore whether pretreatment speech accuracy predicted response to treatment in children with severe phonological and expressive language impairment. The results support the conclusion that broad target recast facilitated follow-up speech intelligibility in children whose speech accuracy was relatively low prior to treatment.
34 citations
TL;DR: Macy, Bricker, and Squires as discussed by the authors make two compelling arguments for change to eligibility determination for infants, toddlers, and preschoolers: (a) traditional and singlepoint-in-time measures of performance are often irrelevant to intervention planning, and (b) these assessments are expensive to conduct.
Abstract: Macy, Bricker, and Squires (this issue) make two compelling arguments for change to eligibility determination for infants, toddlers, and preschoolers: (a) &dquo;traditional&dquo; singlepoint-in-time measures of performance are often irrelevant to intervention planning, and (b) these assessments are expensive to conduct. These are not new ideas, but they are gaining momentum because of a confluence of find-
TL;DR: In this paper, the construct validity and internal consistency reliability of scores for an investigator-developed individualized family service plan (IFSP) rating scale was investigated. But the authors did not consider the use of the ISP rating scale in their evaluation.
Abstract: Evidence is presented regarding the construct validity and internal consistency reliability of scores for an investigator-developed individualized family service plan (IFSP) rating scale. One hundr...
TL;DR: At 36 months of age, center and home-based intervention participants had more advanced cognitive and language abilities and fewer behavior problems than the primary care group participants.
Abstract: Prenatal cocaine exposure is an indicator for adverse developmental outcomes. To prevent developmental disabilities, an early intervention program for children birth to 3 years was developed that included three groups: center-based, home-based, and primary care comparison. The intervention was implemented across 10 years and data were collected on 342 children and families who were primarily urban, poor, and members of traditionally underrepresented groups. At 36 months of age, center and home-based intervention participants had more advanced cognitive and language abilities and fewer behavior problems than the primary care group participants. In addition, center-based participants had more advanced language abilities than home-based participants. The findings indicate that the early intervention impact is sustainable over time and has a positive effect on children at risk due to prenatal cocaine exposure.
TL;DR: An innovative training program to improve the quality of child care for all children including those with disabilities was developed, implemented, and evaluated over a 5-year time span with child caregivers working primarily in inner city child care programs as discussed by the authors.
Abstract: An innovative training program to improve the quality of child care for all children including those with disabilities was developed, implemented, and evaluated over a 5-year time span with child caregivers working primarily in inner city child care programs. A total of 283 directors and child caregivers participated in 1 of 15 courses that used the infant-toddler (n = 8) or preschool (n = 7) curricula of the training program. Each training curricula presented age-specific content in didactic class sessions scheduled across a 3- to 4-month time period. These class sessions were combined with three on-site consultation visits and an out-of-class assignment. Following participation in the training program, quality of care increased in infant-toddler and preschool classrooms. Before and after training, caregivers' interactions with children were characterized as neither punitive nor detached but with only moderate levels of positive interaction and permissiveness.
TL;DR: Results are reported from a national validation survey of early childhood and early childhood special education professionals and family members related to guidelines for implementing accountability systems at the preschool level, and 43 statements were validated by 75% or more of the 299 respondents.
Abstract: Results are reported from a national validation survey of early childhood and early childhood special education professionals and family members related to guidelines for implementing accountability systems at the preschool level. Of the 47 statements included on the survey, 43 were validated by 75% or more of the 299 respondents. Specific implications for state and local programs involved in developing or refining accountability processes are presented in the areas of standards, assessment, and general accountability system design.
TL;DR: The authors found no differences in self-report of juvenile delinquency at age 15 for children enrolled in direct instruction and child-directed models, and examined additional measures of social development, which might be more sensitive to subtle program differences, including school satisfaction, loneliness, and depression.
Abstract: In a previous study of the differential effects of contrasting early intervention programs on later social behavior (Mills, Cole, Jenkins, & Dale, 2002), we found no differences in self-report of juvenile delinquency at age 15 for children enrolled in direct instruction and child-directed models. These results disconfirmed the conclusion of Schweinhart, Weikart, and Larner (1986b) that direct instruction was linked to higher rates of juvenile delinquency and other social differences. Our previous study was limited to self-report of juvenile delinquency, a very coarse measure of social development, in an attempt to replicate the key finding of Schweinhart et al. (1986b). In the present study, we examine additional measures of social development, which might be more sensitive to subtle program differences, including school satisfaction, loneliness, and depression. We administered a battery of social development measures to 174 children at age 15 who had been randomly assigned at preschool age to the two ear...
TL;DR: In the years before the federal mandate (Public Law 99-457, passed in 1986), children were accepted into a program because of diagnoses such as Down syndrome, cerebral palsy, or visual impairment, or because they were lagging in the acquisition of developmental milestones.
Abstract: state guidelines) for determining eligibility for services and supports. In the years before the federal mandate (Public Law 99-457, passed in 1986), children were accepted into a program because of diagnoses such as Down syndrome, cerebral palsy, or visual impairment, or because they were lagging in the acquisition of developmental milestones. Children without a clearly identified need often were accepted into a program anyway, at least for
TL;DR: In this paper, the authors observed that teachers interacted positively with children, responded to child initiations, encouraged peer interactions, and engaged in conversations in both direct instruction and mediated learning.
Abstract: styles used by all staff. In our procedural validity observations of the direct instruction (DI) and mediated learning (ML) classes, we noted very different styles of interactions during small group instruction time between the models. However, during other activities (e.g., free-play, recess, snack, music, transitions to the bus, etc.) both the DI and ML models provided positive, reciprocal, social interactions among children and staff. In both models, staff interacted positively with children, responded to child initiations, encouraged peer interactions, and engaged in conversations. There were frequent positive social interactions among staff and children in both Direct Instruction and Mediated Learning. Thus, while teacher style can certainly be an independent variable in child social development, we found constraints by the curriculum on teacher interaction style only during specific academic instruction times. This did not result
TL;DR: Service coordinators with professional backgrounds in education were more knowledgeable about traditional educational services, including state at-risk preschool programs and private child care and Implications for professional development are discussed.
Abstract: Data from a statewide survey were used to examine the relationship between the professional backgrounds of early intervention service coordinators and their reported knowledge of and interaction with community resources relevant to early intervention services. Early intervention service coordinators with human service backgrounds were more likely to report higher levels of knowledge or interaction with social service agencies, such as community action agencies, family resource centers, and local charities, whereas service coordinators with professional backgrounds in health areas reported higher levels of knowledge or interaction with health-related services, such as Early Periodic Screening, Diagnostic, and Treatment, Medicare, and private health insurance. Service coordinators with professional backgrounds in education were more knowledgeable about traditional educational services, including state at-risk preschool programs and private child care. Implications for professional development are discussed.
TL;DR: The authors compared early childhood curricula that were based on divergent theoretical frameworks and performed their comparisons in an elegant style with between-group experimental designs including random assignment and well specified, preand post-intervention child measures.
Abstract: When I was assigned as the Associate Editor for the Cole, Mills, Jenkins, and Dale (2005) manuscript, I read it with great interest before I assigned it to three excellent peer reviewers. My interest in the paper was fueled by my knowledge of the early intervention literature in general and the intervention and follow-up efforts of both Cole and his colleagues (Cole, Dale, Mills, & Jenkins, 1993; Mills, Cole, Jenkins, & Dale, 2002; Mills, Dale, Cole, & Jenkins, 1995) and Schweinhart and his colleagues (Schweinhart, Barnes, & Weikart, 1993; Schweinhart, Berrueta-Clement, Barnett, Epstein, & Weikart, 1985; Schweinhart, Weikart, & Larner, 1986b). Readers familiar with the work of Cole, Schweinhart, and their colleagues know that their initial investigations represented relatively rare endeavors in our field. Specifically, they compared early childhood curricula that were based on divergent theoretical frameworks. Moreover, both investigative groups performed their comparisons in an elegant style with between-group experimental designs including random assignment and well specified, preand post-intervention child measures. Even rarer was the
TL;DR: In the last decade, multiple research and practice institutes were funded and accomplished very good work by the Federal Interagency Coordinating Council (FICC) and its federal partners (Roberts, Innocenti, & Goetze, 1997, 1999) as discussed by the authors.
Abstract: part by the Federal Interagency Coordinating Council (FICC) and its federal partners (Roberts, Innocenti, & Goetze, 1997, 1999), I am struck by how little movement there has been in the field since that time. In the last decade, multiple research and practice institutes were funded and accomplished very good work. Yet, their effect on practice in the field is not as strong as it might have been. Perhaps it is because there has been no commonly accepted framework to insure that this information can
TL;DR: Follow-up studies are especially hard to complete: the funding ends and it is often difficult to locate, much less encourage, the participation of adolescents who were once the children in the study as discussed by the authors.
Abstract: carefully designed follow-up studies that have advanced our understanding of the impact of early interventions on young children’s development. Follow-up studies are especially hard to complete: the funding ends and it is often difficult to locate, much less encourage, the participation of adolescents who were once the children in the study. That Cole and his colleagues were able to secure data from more
TL;DR: In this article, Harbin, Rous, and Mclean have appropriately captured and highlighted the dilemma that now confronts state and local program administrators as they attempt to implement the myriad of measurement systems, and how do we do this and maintain the integrity of data and the ethics of assessment and measurement?
Abstract: have moved from one of holding programs accountable through a compliance monitoring process, to one of holding programs accountable through an assessment process, often using the single variable of child performance. Harbin, Rous, and McLean (2005) have appropriately captured and highlighted the dilemma that now confronts state and local program administrators as they attempt to implement the myriad of measurement systems. The key question becomes how do we do this and maintain the integrity of data and the ethics of assessment and measurement? We have